Microanalytic evaluation of students’ self-regulated learning in flipped EFL instruction

Abstract

The aim of this study is to examine the development of self-regulated learning (SRL) of university students in an EFL course via Flipped classroom through a novel measurement roadmap. Microanalytic techniques were used throughout the process rather than students’ perceptions at a given moment. SRL skills scores are reported as well as sample testimonies from students as qualitative data used to explain the analytic measures. The study was conducted with 12 students studying at a public university and lasted for 6 weeks. A new system FCMWEB is designed throughout to monitor online SRL development taking Zimmerman (2008) SRL model as a basis. While the forethought phase was monitored in the online sessions and the performance and self-reflection phase were associated with the face-to-face sessions. Records from FCMWEB as microanalytic, worksheet, observation notes and self-reflection form were used as data collection tools. During the study, the sub skills of forethought phase, self-reflection phase and performance phase are analyzed and validated through students’ perspectives. The developments in the skills of the forethought and self-reflection phases were between sufficient and advanced levels. The performance phase was mostly sufficient, but also included poor and advanced levels. The results provide implications for course designers and instructors who desire to provide a better flipped classroom experience in EFL for university students.

Appendices

Appendix-1. Scoring chart for students’ SRL level

Name:		Surname:
SRL Skills	Data Sources	Scores
		1	2		3
Goal Setting	Diary Module
Strategic Planning	Course Module
	Forum Module
Self-efficacy	Diary Module
Outcome Expectations
Task Interest/Value
Goal Orientation
Self-instruction	Worksheet
	Observation Form
Imagery	Worksheet
Attention Focusing
Task Strategies
Self-experimentation
Self-record
	Observation Form
Self-evaluation	Self-reflection Form
Causal Attribution
Self-satisfaction / Affect
Adaptive / Defensive

Appendix-2 FCMWEB diary module

Appendix-3. Indicators for SRL skills in forethought phase

Forethought Phase	Reference	Indicators in References	Advanced Behavior Expected in the Indicator
	Goal Setting (Barnard et al., 2009)	Expressing the objectives for completing the activities in the course.	Express goals to the diary module through these indicators
		Expectations for learning.
		Determination of course objectives.
	Self-efficacy (Pintrich et al., 1993)	Expressing the beliefs in the adequacy of the subject covered in the course.	Express idea on the competence and expect success in face-to-face sessions in the diary module.
		Expressing the idea of success in the course.
	Outcome Expectations (Zimmerman & Martinez-Pons, 1988)	Expressing possible performance at the end of the learning process.	Explain expectations about the success through the diary module.
	Task Interest / Value (Pintrich et al., 1993)	Giving value and interest to the topics covered in the course	Express interests about the course in the diary module.
	Goal Orientation (Zimmerman & Martinez-Pons, 1988)	Evaluation of the learning process in terms of its own values	Evaluate the activities which students plan to do at school in the diary module.
	Strategic Planning (Zimmerman & Martinez-Pons, 1988)	Using appropriate methods to learn.	Use different learning tools such as FCMWEB course module and forum module to learn the topics.

Appendix-4. Indicators for SRL skills in performance phase

Performance Phase	Reference	Indicators in References	Advanced Behavior Expected in the Indicator
	Self-instruction (Zimmerman, 2002)	Completing the assigned tasks successfully.	Complete the worksheet activities individually.
	Imagery (Zimmerman, 2002)	Relating the learned knowledge with daily life.	Provide views differently from their friends in the theme determined on the worksheet.
	Attention Focusing (Zumbrunn vd., 2011)	Focusing on the given task only.	Successfully complete the listening and reading activities on the worksheet at a given time.
	Task Strategies (Barnard vd., 2009)	Taking notes, reading materials and getting support.	Complete different activities such as listening, reading, writing and speaking on the worksheet.
		Participating in discussions.
		Doing additional exercises.
	Self-experimentation (Zimmerman, 2002)	Testing knowledge and experience as practice.	Practice all the subjects learned at home on the worksheet.
	Self-record (Zimmerman, 2002)	Finding solutions through taking notes for remedying misunderstandings.	Take notes about the feedback given by the instructor of the worksheet.
		Controlling time in the learning process.	Complete the tasks on time.

Appendix-5. Indicators for SRL skills in self-reflection phase

	Reference	Indicators in References	Advanced Behavior Expected by Indicators
Self-reflection Phase	Self-evaluation (Barnard vd., 2009)	Noticing the learning performance.	Explain the level of learning weekly.
		Explaining the quality of learning.
	Causal Attribution (Zimmerman, 2002)	Providing reasons for students’ performance.	Present reasons for own performances at the end of the course in the self-reflection form.
	Self-satisfaction/Affect (Zimmerman, 2002)	Satisfying with their performance.	Explain the satisfaction in self-reflection form including performance and motivation.
		Reflecting satisfaction on motivation.
	Adaptive/Defensive (Zimmerman, 2002)	Efforts to learn the course content.	Explain the efforts to learn the content and their participation in the activities.
		Participating in class activities.